By Mike Carr

As 21st Century technology continues to expand and accelerate, the demand for engineers to develop and apply that technology also increases significantly. Where are those talented individuals going to come from?

The federal government presently estimates that the United States will lack 15 million engineers and technology workers over the next fifteen years due to the decline in engineering degrees awarded by American universities throughout the 1990s. Even more alarming is this fact — the U.S. currently graduates about 75,000 engineers annually, while China and India each average more than 300,000 per year. For anyone concerned about America retaining its pre-eminent position as a worldwide innovator, that is a disconcerting trend.

“Turning out more quality engineers and engineering technologists is imperative to keep the United States competitive in the global economy,” says Richard Blais, executive director and co-founder of Project Lead the Way (PLTW), a dynamic program to acquaint middle school and high school students with the discipline of engineering. “As technology advances and we need more skilled workers to fill high-tech positions, those jobs will go to the best of the best. Our goal is to groom today’s students to meet the demands of tomorrow’s workforce.”

To address this challenge, Project Lead the Way, based in Clifton Park, New York, first introduced its rigorous and relevant pre-engineering curriculum in twelve New York high schools during the 1997 – 1998 school year. Today, the PTLW network comprises more than 1,250 middle schools and high schools in 45 states, the District of Columbia, and the United Kingdom. Approximately 175,000 students are now enrolled in Project Lead the Way classes and more than 5,000 teachers have been trained as part of this initiative.

The goal is to acquaint young students with what engineers do and show them the fun, challenge and relevance of that work. The hope is that they will discover and develop their aptitude for engineering and give the field serious consideration when it comes time for college. By gaining an appreciation for how math and science can be applied to real-world projects, it’s natural to assume that students will embrace engineering as a possible career choice.

PLTW provides its curricula free-of-charge to schools for implementation by trained teachers. Every PLTW educator must attend an intensive two-week training course at an affiliated college or university, called the Summer Training Institute. During that time, teachers spend eight hours per day, Monday through Friday, working through the curriculum. They complete the coursework just as their students will, so that they experience the material from their students’ point of view.

“Our teacher training program is unique,” says Niel Tebbano, director of operations for Project Lead the Way. “Even after they meet the requirements to instruct in the program, the expectations for our teachers remain very high. It is very important to us that the teachers understand what it is like to learn this advanced material so that when a student has a question, his or her teacher can empathize and really help.”

Teacher training occurs at more than twenty-five colleges and universities across the country, including the Rochester Institute of Technology, Purdue University, and the Milwaukee School of Engineering. These institutions work with the PLTW staff, state Departments of Education and network schools to orchestrate the statewide implementation of the program from its inception through the follow-up with graduates. Network affiliates also participate in teacher assessment and ongoing teacher training, as well as professional development for school counselors.

There are two sets of curricula available — Gateway to Technology for middle school students and Pathway to Engineering for high schoolers. The number of courses a student may take depends on the courses offered in their school, the student’s interest and success in PLTW courses, and his or her goals. Although students must begin in foundation courses, there is no requirement as to how many courses must be completed. Each class taken will add to the student’s preparation for engineering courses in college and expose them to another aspect of the engineering discipline.

Gateway to Technology consists of five units of study:

 

• Design & Modeling
• The Magic of Electrons
• Automation & Robotics
• The Science of Technology
• Aerospace Engineering

 

Pathway to Engineering encompasses eight courses:

 

• Introduction to Engineering Design
• Principles of Engineering
• Digital Electronics
• Computer Integrated Manufacturing
• Aerospace Engineering
• Biotechnical Engineering
• Civil Engineering & Architecture
• Engineering Design & Development

 

Through these classes, students learn critical thinking and teamwork. They are immersed in real-world problem-solving and hands-on projects. They are encouraged to explore engineering career paths and to weigh their options for post-secondary education. Some colleges even grant students college credit for PLTW courses taken in high school.

Project Lead the Way graduates are fully prepared for rigorous college engineering and technology studies. Research shows that in 2003, 86 percent of 12 th graders graduating from PLTW courses went on to college, and that they were more prepared than their non-PLTW peers.

The schools offering PLTW courses must invest in hardware, software and professional development for teachers. Expenses to support the program vary widely based on a school’s existing equipment resources. As a non-profit, PLTW seeks to keep the cost of its programs as affordable as possible, while still assuring the financial stability and sustainability of the organization.

At the local level, PLTW requires that the schools form a “Partnership Team” composed of mentors, coaches, and advisors from business, industry, colleges and the community. The team meets regularly and assists the teachers in the program in solving operational problems with the curriculum. Team members and their colleagues also serve as mentors to students.

This interaction is an effective way for businesses to support engineering education and allows practicing engineers to meet with aspiring students to encourage them in their studies. It also opens doors to young people, giving them the opportunity to meet real engineers, visit their companies and see what they do on a day-to-day basis.

“This is a very gratifying way for our company to support engineering education and encourage young people in a positive manner,” says Dawn Tabat, chief operating officer of Generac Power Systems, Inc. of Waukesha, Wisconsin. Generac is a sponsor of PLTW through the Kern Family Foundation, a charitable arm established by Generac’s founder, Robert D. Kern, who is himself an engineer and a firm booster of this initiative. The Foundation supports PLTW in the states of Wisconsin, Minnesota, Iowa and Illinois, providing funding for teacher workshops and other elements of the program. Recently, Rockwell Automation — a company renowned for engineering excellence — joined Generac as another PLTW corporate partner in Wisconsin.

“This is an outstanding initiative and we’re 100% behind it,” Tabat says. “As a manufacturer of standby generators, Generac is an engineering driven company that employs many electrical, mechanical and industrial engineers. We see the value of great engineering every day. There’s a pressing need to increase the number of engineering graduates so that companies like ours can continue to flourish and develop new technologies. Project Lead the Way is a comprehensive, effective means to accomplish that goal. It’s a well proven way to get more young people on the engineering track and help them realize their potential. It’s also a wonderful opportunity for our company and its people to be involved in making that happen. We would encourage other companies, large or small, to get behind this program and help make it an even greater success.”

One area of concentration for Project Lead the Way is the recruitment of female and minority students into engineering careers. “There are many talented women working in top positions in engineering all over the world,” Niel Tebbano says, “but we’re seeing fewer and fewer young females interested in technology fields today. There is a common misconception that girls just aren’t as good at science and math as boys, and that simply isn’t true.” Enrolling more young women in PTLW programs remains a high priority that will undoubtedly pay dividends in the future.

Lining up additional schools and enlisting more teachers is another emphasis. Project Lead the Way courses can be offered in public, parochial, charter, and magnet schools. Any school that can meet the PLTW requirements may offer the program. Those requirements include commitment to PLTW goals and standards, a sufficient number of staff and students to establish the program, and adequate financial resources. For-profit schools are permitted to join PLTW using a different set of guidelines.

In less than ten years, Project Lead the Way has made remarkable progress. Its network of schools has grown exponentially and the number of states represented has climbed to 45 of 50. As the program further extends its reach and is implemented in new places, more of America’s bright young scholars will have a healthy appreciation of engineering and a promising new opportunity in their future.

For more information on Project Lead the Way, go online to pltw.org.